SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah

,,
BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)
BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

Training of Trainers (TOT) in Social Mobilization (SM)
GENERAL INFORMATION
Resource Person
1. Nadir Gul Barech, CEO, BRSP 7. Mohammad Arif Khan, CSO, Pishin Region
2. Dr. Shahnawaz, Manager HR & SM, BRSP- 8. Tahir Malik, External Resource Person
BIHD
9. Malik Fayaz, External Resource Person
3. Niamatullah Khan, RPO, Pishin Region
10.Mrs. Khalida Rustam, External Resource
4. Arbab Naseebullah, SPO HRD, BRSP-BIHD Person
5. Habibullah Nasar, SPO MER, BRSP 11.Ms. Batool, External Resource Person
6. Hamayoun Kasi, RPO, Noshki
Location of Programme & Dates
Lecture Hall, Sun Rise Hotel, Liaqat Bazar, Quetta, 7th to 12th April, 2008.
Training Facilitator
1. Arbab Naseebullah, SPO HRD, BRSP-BIHD
2. Mohammad Hashim, PO Communication, BRSP-BIHD

BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta
Telephone: 081-2471437-8, Fax: 081-2442153, e-mail: bihd@brsp.org.pk
Page 1 of 74
,,

3. Miss Nazia Khan, APO Admin, BRSP-BIHD
4. Miss Mahjabeen, APO Trainings, BRSP-BIHD
5. Miss Nasreen Ashraf, APO Trainings, BRSP-BIHD

Page 2 of 74
,,

Training of Trainers (TOT) in Social Mobilization (SM)
SPECIAL INSTRUCTIONS FOR TOT PARTICIPANTS

1. We would appreciate your punctuality in class sessions so that latecomers do not create any
disturbance.
2. Group discussions are part of your class sessions. So please ensure that you attend them
punctually since this will affect your assessment as Master Trainers. Also it is important that you,
a. Listen to understand
b. Reflect and think through what you hear
c. Check your understanding by asking questions
d. Volunteer to share your views and experience
e. Let others have a chance to speak
f. Respect the views of others
g. Challenge the ideas, never the speakers
h. Disagree agreeably, if you must disagree
i. Ask yourself how the new knowledge can be used

Page 3 of 74
,,

3. If you face any problems with logistical arrangement or food, kindly contact your Facilitator.
4. Respect the non-smoking rules within the conference hall building.
5. Do not eat or drink in the conference hall.
6. Switch off cell-phones during class.
7. Respect Training & hotel rules as you seem to be development sector personnel.

Page 4 of 74
,,

Participants Detail
S.No Name Fathers' Name Designation Placement
1 Dr. Muneer Ahmed Umrani Mohammad Umar DVM Kalat
2 Dr. Mohammad Asif Noorzai Mohammad Yaseen DVM Kalat
3 Dr. Haseeb-ur-Rehman Mukhtar Ahmed Tariq DVM Kalat
4 Ms. Fehmeeda Noor Noorullah WSO Kalat
5 Ms. Fariya Yaseen Mohammad Yaseen WSO Kalat
6 Ms. Khatima Bungulzai Sher Muhammad WSO Pishin
7 Ms. Fehmeeda Ikhlas Muhammad Ikhlas WSO Pishin
8 Ms. Fozia Kasi Atta Mohammad WSO Pishin
9 Shahzadi Aman Amanullah WSO KSF
10 Abdul Khair Rozi Khan SO KSF
11 Dr. Ramzan Shah Syed Mehboob Shah DVM Zhob

Page 5 of 74
,,
12 Dr. Abdul Khaliq Juma Gul DVM Zhob
13 Shahzada Baseer Ahmed Baseer Ahmed Babar SO Zhob

Babar
14 Rasheeda Khanam Abdul Qadoos WSO Zhob
15 Almas Jabeen Hafiz Saadullah Khan WSO Zhob
16 Asmatullah Mohammad Rahim JSO Zhob
17 Maqbool Ahmed Baloch Ghulam Nabi RPO Bolan
18 Jamil Ahmed Abdul Baqi SO Noshki
19 Babrak Kasi Shah Mohammad Kasi Coordinator HO
20 Farzana Baloch Umaruddin Baloch PO (Nutrition) HO
21 Ahmedullah PO (Protection) HO
22 Zaheer Ahmed Zafar Hussain PO MER HO

Page 6 of 74
,,

23 Daulat Khan Shah Mehmood SO KSF
24 Abdul Wali Jan Abdul Salam SO KSF
25 Faisal Shareef Khan Shardar Noorullah Khan PO Micro Credit KSF
26 Najeebullah Kakar SO Mastung
27 Mehraj Kakar WSO KSF
28 Nagina Ayub Intern Pishin
29 Mohammad Hashim Haji Ameer Jan PO Communication & HO

HRD
30 Ms Nazia Khan APO HRD HO

Page 7 of 74
,,

Training of Trainer in S ocial Mobilization
Introduction:
Social Mobilization is deemed as corner stone of the concept and practice of social development basic
input needed for achieving sustainable development. Social Mobilization is the process of organizing the
people to come forward to determine and examine their felt needs and problems and suggest remedies
and resolve problems through mobilizing their own resources. BRSP facilitates the process of social
mobilization via forming community organizations of the local people so that they may become well aware
of the importance of common attitude and will towards the common and collective problems and needs of
the locality.
Social mobilization like other human activities has got some prerequisites for its success and
materialization. The most central of the prerequisites is the willingness on the part of the community to
come forward and take decision of changing from the existing condition of turmoil and uproar to the
condition they perceive to be ideal and practicable in their best collective interest. The presence of jewels
and diamonds “committed and resolute activists” in the community is one another prerequisite required
for the success and sustainability of the process of social development. Last but not the least is the
prerequisite with regard to the capacity building of the identified committed and resolute activists amongst
the members of community.
Basically the process of social mobilization is in reality a different way of thinking, a distinct school of
thought, a poles apart philosophy and approach to the technical and complex phenomenon of social
development. Participation of the local community in the day to day affairs of the locality has been gaining
momentum day by day amongst the common people and that of the development circles. BRSP
establishes partnership with the local communities on the basis of the sole principle of willingness for
sacrifice in the process of development which is the active participation and partnership on the part of the
community right from elementary assessment to planning, implementation, monitoring and evaluation of
the programs.

Page 8 of 74
,,

Page 9 of 74
,,

Methodology of Social Mobilization:
Social Mobilization process begins with the identification of the target vicinity where the interaction with
the community takes place. The identification of area is followed by the social appraisal which deals with
the socio-economic, political and cultural information of the area. After conducting the social appraisal
phase the BRSP team conducts introductory workshops with the community aiming to introduce the
programs and establish a professional rapport with the community so as to advance the remaining parts of
the program.
Introductory workshops are followed by the series of dialogues with the community aiming to exchange
information and ideas and to reach a mutual decision leading to the development of the community. Then
comes the very important phase of CO formation which is the stage leading to make available the platform
at the gross root level to the community to plan, execute and monitor the development schemes.
What is Training

Page 10 of 74
,,

“Training is a systematic process through which an organization’s human resources gain knowledge and
develop skills by instruction and practical activities that result in improved performance and decreases
losses.”
“The process of sharing and teaching new skills and knowledge, refreshing previously learned skills and
information that will enable employees to do their job better.”
Remember, training is not what is ultimately important… performance is.”
o Training is short term, task oriented and targeted on achieving a change of attitude, skills and
knowledge in a specific area. It is usually job related.
o Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest
o Development is a long term investment in human resources.

Page 11 of 74
,,

Why Training
• Increases employee productivity and satisfaction
• Decreases employee frustration
• Saves: money, time, staff and customers
• Success depends on sustained, coordinated and focused effort
• Requires a change in learners’ behaviour to occur
ASK Concept
If we follow the GAP concept, training is simply a means to use activities to fill the gaps of performance
between the actual results and the expected results.
This GAP can be separated into 3 main themes
• A=Attitude. S=Skills, K=Knowledge
Systematic Approach to Training
Key Concepts in Preparing a Training Plan

Page 12 of 74
,,

Before you train and develop people identify what:
• They must know - before they can perform job
• They should know - to improve performance
• Would be nice for them to know – but not necessary to perform duties.
Training of Trainers
A training specifically designed for the trainers to impart , knowledge, skill, brings behavioral change and
enable them to arrange TNA, design training, deliver training, review and evaluate training.
Training Methods
• A wide variety of methods are available for conducting training:
o Classroom training
o Training videos
o Role-plays
o Case studies
o Computer-based training

Page 13 of 74
,,

o Learning games
o On job Training
o Experiential programs

Page 14 of 74
,,

Model of Training Process
Training Cycle

Page 15 of 74
,,

Designing the Training
1. Training Objectives
2. Training Contents
3. Training Methods
4. Training Duration/Schedule
5. Nature of trainees
6. Support resources – materials, OHP, classroom, etc
7. Training location & environment
8. Criteria & methods for assessing participant learning and achievement
9. Criteria & methods for evaluating the program
Trainers

Page 16 of 74
,,

Design of Training (DOT)
• Title of Training
• Nature of training event (workshop, seminar etc.)
• Duration
• Objectives of the training
• Expected Outcome
• Skeleton of the contents
• Contents of training
• Schedule
• Session Plan
Admin & logistics
• Task Responsibility Framework (TRF)
• Training Announcement
• Selection of Venue
• Letter for Acquisition of Venue
• Joining Instructions for Participants

Page 17 of 74
,,

• List of Participants
• Registration Forms
• Attendance Sheet
• Schedule of Training
• Allocation of Resource Persons
• Letters to Resource Persons
• Transport arrangement (Letters)
• Training Hall Arrangements (Seating etc)
• Banner for training hall
• Training Folder
• Accommodation and food arrangements (letters)
• Request for Stationery (with detailed description of items)
• List and availability of Training Equipment (board, charts etc)
• Acquisition of A/V Aids
• First aid/Medical Aid for Participants
• Letter of Cancellation to all concerned

Page 18 of 74
,,
Here are some of the useful TOT related reading materials which can facilitate you while you want to know
much about a trainer and transferring of training.
What Training is Right for Your Organization/Activity?
Begin with a Training Needs Analysis
Choosing the correct training solution for your business is not a simple process. Should you focus on e-
learning, instructor-led courses, distance learning—or should you choose a mixture of these offerings?
Does training need to be customized to your company’s specific needs? A training needs analysis can help
you clarify the project's goals and evaluate possible solutions. This phase allows project leaders, subject
matter experts, and training specialists to evaluate the situation and make informed decisions.
Understand the First Steps
Here are five basic steps that can help you analyze your current environment and make an informed and
sound needs assessment decision.
1. Analyze Your Situation: The most important step in choosing training is learning what you need. Too
often, businesses opt for too little, too late in employee training. This leaves employees with incomplete or
inappropriate solutions. Therefore, it is best to perform a training needs analysis early in the process. An
experienced training specialist can help your company focus on the right questions. For example, a needs
assessment for an employee training project might ask the following questions:
• Are we making any major changes in our business process?
• How do those changes impact our employee's job functions?
• What information and training will our employees need to continue being successful in their jobs?
• How will our employees’ best accept and integrate this information and training?
Page 19 of 74
,,

• How do our employees learn?
• How can we get this information and training to our employees?
• Are there any corporate needs that are not being met?
• Does our staff have the skills they need to do their jobs effectively?
2. Evaluate the Training in Place: Even if your company doesn't have a formal training department, you will
may already have some employee training materials. These can include manuals, new hire orientation
materials, CBTs, online references, and so forth. These materials can and should become an integral part of
any new training solution. Review the procedures you already have in place, and be prepared to adapt
them to your new training needs.
3. Identify Gaps: Your own company, of course, is the best source of information on your current business
practices and change initiatives. However, you may not have the internal resources to prepare and deliver
training, or to perform other tasks involved in the training initiative. Identify what your company can and
cannot provide so that you know what you need when looking for assistance.
4. Assess Your Options: Once you know what you need, assess your options. There are hundreds of
companies and individual consultants waiting to tend to your training needs, and it's likely that several will
fit your budget. Consider the following questions:
• Does this company or individual have a proven track record of satisfied customers?
• Will they work well with your business culture?
• Will they be able to fill in all the gaps you have identified?
• Can they provide you with multiple training options?

Page 20 of 74
,,
5. Choose Your Solution(s): Choose the consultant or company that can best meet your needs. Keep in
mind, however, that the company or consultant you choose may identify issues, gaps, or existing solutions
you could not see — it's often best to perform a preliminary needs assessment, then allow an experienced
training professional to review your analysis and offer helpful additions or suggestions. After all, training is
what they do best, and their suggestions can help your company better prepare for change and growth.
Plan for the Future
You can conduct a training needs analysis for a single project, a class of employees, or even your entire
company. In our case studies section, we show how a 3,000 employee state agency conducted web-based
surveys of its managers and supervisors to create a comprehensive training needs assessment.
TRAINING NEEDS ANALYSIS
Before designing the training, worksite hazards and possible work and training related problems must be
analyzed. Results of these analyses will underscore the special needs of your training which in turn will
determine your training objectives and contents. A careful identification of your needs and their analyses,
therefore, is critical to designing your training plan. This also gives each PI the opportunity for custom
designing the training to his/her operation's specific needs.
There are six broad areas of analysis which are generally applicable to a wide range of training situations,
including lab employees training, and, therefore, must be analyzed. There may be others which are
applicable in your particular situation (e.g., a disabled employee) and should, therefore, be included for
analysis. A brief introduction to these six is followed by some further analysis of each.
Identifying the Training Needs
Before creating and writing down your training plan you should carefully analyze the various aspects of
safety and personnel needs in your lab. This analysis will help in underscoring the special needs of your
Page 21 of 74
,,

training, which in turn will determine your training contents and match it more closely to your training
objectives. A careful identification and analysis of your needs, therefore, is crucial to your success in
developing reliable training objectives and contents.
Needs Analysis
Six general areas of needs analysis are applicable to a wide range of situations (there may be others which
apply in your case). Their listing below is followed by a more detailed look at each.
1. Job Assignments and hazards: What different duties/tasks are performed in the lab by employees,
Page 22 of 74
,,

which of these involve hazards and will need special training?
2. Trainee Background: What is the educational, technical and experience level of the trainees? Could
language be a factor in communication and training?
3. Work Environment: Aside from the intrinsic hazards of the job, are there extrinsic or environmental
risks which will need to be addressed in the training?
4. Training Conditions: Has occupational health and safety training been received by the trainees before?
Are the trainees sensitized and receptive to the training?
5. Informational and Training Aids: What materials, printed or otherwise, will be of value in job training
and in job performance?
6. Training Needs: Why is the training necessary or what is it aimed to accomplish?

Page 23 of 74
,,

Needs Analysis: The Who, What, When and Where of Training
Needs analysis is the systematic basis for decisions about how to influence performance. This is where it all
begins -- establishing relationships, exploring strategies, and defining solutions. The key is to seek the gap
between the current situation and the desired situation and then to focus resources where they're most
needed. The analysis must determine root causes. For example, a question about why something doesn't or
won't work is just as critical as what people do and do not know.
Needs assessment then is a study conducted to determine the exact nature of an organizational problem
and how it can be resolved. That needs assessment become the basis for wise recommendations about
instruction and supporting organizational strategies, and for enlisting support throughout the organization.
Managers are often in too much of a hurry. They implement a solution which is sometimes, but not always,
the correct intervention. This can prove to be an expensive error. The largest expense for human resources
programs, by far, is attributable to the time spent by the participants in training programs, career
development, and organization development activities. In training, costs due to lost production and travel
time can be as much as 90-95% of the total program costs.
There are two ways to learn of training needs. The first method takes the proactive approach. An
instructional designer goes into the system and searches for problems or potential problems. The goal is to
make the system more efficient and prevent future problems from occurring. The second method is when a
supervisor or manager comes to the training department to fix a problem. These problems are usually
caused by new hires, promotions, transfers, appraisals, or the introduction of new technologies.
Training departments must act rapidly when problems arise that might require a training solution. They
must first, investigate the problem. A training need exists when an employee lacks the knowledge or skill to
perform an assigned task satisfactorily. It also arises when there is a variation between what the employee
is expected to do on the job and the employee’s actual job performance.
Implementing a training needs analysis is a major organizational task. The process often requires input from
Page 24 of 74
,,

job holders, managers and training personnel and therefore needs to be carefully structured and directed.
The analysis of results gathered is also an involved task and demands a good level of skill and
understanding.
A needs analysis answers the questions who, what, when, and where but not how, that is, the target
audience (who needs to be trained), the task or content (what needs to be taught) and the context or
training environment (where and when the training needs to be conducted)
Resource Person lists five essential components of a needs assessment: Actual, Optimal, Feelings, Causes
and Solutions. The purpose of an assessment is to acquire information on each of these components in
order to verify a need and identify possible solutions. Actual, in this model, refers to the current status, the
way things are now. The optimal are how the situation should be, not according to perceived needs or
wants. If there is a difference between the actual and optimal, then a gap exists. This gap is where the need
is identified. The feelings component calls for the designer to collect additional and more in-depth data as
to how users affected by the problem feel. Causes are simply translated into why. It could be due to lack of
training, the workplace environment, a lack of incentive or a lack of motivation. The final component is
solutions based on the information collected.
To begin the process, there are three typical situations that initiate a needs assessment: performance
problems, new technologies or approaches introduced into the workplace, and mandates such as required
annual training.
The first step in a needs analysis is to perform a gap analysis. To do this, an instructional designer checks
the actual performance of the organization against existing standards or current situation: This includes the
current state of skills, knowledge, and abilities of the current and/or future employees. Next, the designer
looks at the desired or necessary situation identifying the desired or necessary conditions for organizational
and personal success. Remember that actual needs are not always the same as perceived needs, or
"wants". Training programs have failed in the past and will continue to fail because the instructional
designer did not understand the needs or wants of the company. The designer must look for what the
organization and people really need. They may not know what they need, but may have strong opinions
Page 25 of 74
,,

about what they want. This phase also allows the company to understand the training activity and its
purpose.
The instructional designer next needs to identify data sources. The issues to consider are not just who has
the data, but where is it located and any constraints there may be in obtaining the data. Companies often
view instructional designers as meddlers who interrupt their daily flow of work. Once the sources are
identified, the data needs to be collected by means of interviews, observation of employee performance,
examination of records, group facilitation, surveys, questionnaires, consultation with persons in key
positions with specific knowledge, review of relevant literature, interviews, focus groups, tests, records and
report studies, work samples. Multiple means of collection should be used. Resource Person warns not to
conduct one survey and think the needs assessment process is complete. Using multiple methods allows
the designer to get a complete picture from many sources and viewpoints.
If you don’t know where you are going, any road will take you there
Now comes the analysis phase. This phase is the building block of a training program. It is the basis for who
must be trained, what must be trained, when training will occur, and where the training will take place. The
product of this phase is the foundation for all subsequent development activities. The designer must
identify if there is indeed a gap and precisely what is that gap.
The final step in the needs assessment process is to use the findings in order to make sound decisions
regarding the next steps in the design process. The information collected is only as good as what we do
with it. The designer needs to draw out the implications for training and make recommendations and
provide input to the implementation plan. If people are doing their jobs effectively, perhaps it’s best leave
well enough alone. ("If it ain't broke, don't fix it.") However, some training or other interventions might be
called for if sufficient importance is attached to moving workers and their performance into new directions.
But if workers are not doing their jobs effectively, training may be the solutions – but only if there is a
knowledge problem.
To decide if training is the answer, one basic question needs to be asked, "Does the employee know how to
Page 26 of 74
,,

meet the required performance standards for an accountable task?" If the answer is "No," then training is
needed. If the answer is "Yes," then another actions, besides training, are needed. Some of the most
commonly used alternative interventions to training are organizational development and job aids.
If the designer determines that there is a lack of skill or knowledge on the part of the employee, this can be
corrected through education and training products and services, job aids, coaching, or mentoring. If there is
not a lack of knowledge and if the designer finds an improper environment or tools, this can be corrected
through workplace redesign, job redesign, organizational redesign, or technology innovations. If the
designer determines that there are improper incentives at the root of the problem, this situation can be
improved through new policies, pay for performance, recognition programs, job redesign, quality and
involvement programs, vertical and horizontal career opportunities, management development, or
development opportunities. The designer may identify a lack of motivation. This can be alleviated through
coaching programs, information about applications, education/training to boost skill and confidence,
opportunities to question and discern worthiness, and roles in selecting direction and content. When making
decisions, the designer should always use the collected data to make key points. This avoids confronting
management since the conclusions will follow from the needs assessment activities.
In conclusion, needs analysis allows the designer to take a fresh and data-driven look at the work, the
worker, and workplace, to base training recommendations on opinions, practices and work products – not on
habit, whim or arbitrary decrees.

Page 27 of 74
,,

Determining Training Needs
• Training Needs Assessment by Activity
• Training Needs Assessment by Job Title or Function
• Training Needs Assessment by CMST Office Organizational Role
The Training Needs Assessment is a web-based tool used by MIT to identify individuals engaged in
regulated activities; assess the types and levels of CMST risks they may encounter and regulations that
apply to their activities; and create and track a customized training program for each individual. The
assessment creates and tracks individual training programs based on different criteria such as
departmental or CMST activity or job title.
Training Needs Assessment by Activity
7. A trainee is initially informed about CMST requirements, and the need to complete them before
beginning work with hazardous materials by his or her Principal Investigator (PI) / Supervisor.
8. A trainee is then instructed to register through the CMST and complete the Training Needs
Assessment to determine his or her CMST Requirements. The trainee is prompted through a series of
questions that identify the specific activities that he or she will be engaged in. By identifying specific
regulated activities, the Training Needs Assessment is able to identify required training courses for
individual trainees.
9. A trainee must complete the CMST Requirements before beginning work.
10.A trainee must update his or her Training Needs Assessment if the trainee's regulated activities
change or he or she moves to a new activity.

Page 28 of 74
,,

Training Needs Assessment by Job Title or Function
The training system also supports the creation of a customized CMST training program based on an
individual's job title or function. This approach is most appropriate for non-research employees, where
training requirements are the same for all those with the same job title or function. This same group may
also have limited computer access, so this approach ensures that all people, regardless of their access to
computers, are captured in the Training Needs Assessment.
Training Needs Assessment by CMST Office Organizational Role
An employee with a designated role within the CMST must receive training appropriate to that role. For
example, HRD Office Lead Contacts must complete the training program designed to give the Lead
Contacts the tools necessary to carry out that function.
Designing Training Methods
Listing of Typical Activities Involved in Designing Training
During the design phase (which is usually closely integrated with the development phase), trainers work
from learning goals to Design a training system that learners and trainers can implement to meet the
learning goals. This phase also typically includes identifying learning objectives (which culminate in
reaching the learning goals), needed facilities, necessary funding, course content, lessons and the
sequence of lessons. The various training media are selected, e.g., instructor-led, computer-based, World
Wide Web-based, self-directed, interactive and computer-based, or multi-media. Course content is often
piloted during the development phase, or initially tested, to ensure the content is understandable.
Therefore, this design phase can also include identifying evaluation criteria to evaluate if course content is
understandable by learners.
Some considerations when during this phase are:
a. How complex is the training that is needed?

Page 29 of 74
,,

b. How much time do learners have to learn the new knowledge and skills?
c. How much money is available to pay for the training, whether in-house or using a consultant?
d. How capable are learners to undertake the training?
e. What are learner's learning preferences and styles?
Various Ideas for Ways to Learn

The following list of methods is really a mix of modes, types and learning aids from which the learner might
draw many ideas for learning.
NEEDS ASSESSEMENT
The users of the curriculum are strongly advised to carry out an assessment of the needs of those
professionals who will be taking the course. This will help ensure that the audience’s expectations are met
by the course when it is finally organized. It will also help the teacher to select appropriate training
objectives and to design an appropriate course evaluation which fits these objectives.
Your target audience will need to be selected on a number of different factors - the setting in which you
and work, the training priorities established in your region/country, and finally the specific requests you
receive from professional groups. Obviously, the needs will be different depending on whose needs you are
addressing ie. the needs o child psychiatrists, gynecologists, general practitioner, or more broadly, of
medical students, nurses, psychologists, social workers or teachers. Some teachers prefer to select
participants with similar practices in order to provide a highly focused, whilst others may prefer to broaden
the scope of their intervention and mix professionals with various backgrounds, so as to bring together as
many different points of view as possible. Both approaches have their own advantages and disadvantages.
An evaluation of the needs of the target audience is a prerequisite for fulfilling your own teaching
Page 30 of 74
,,

objectives as well as ensuring your audience’s satisfaction. Ideally, this assessment should be performed
prior to the organization of the course, so that you will be able to select the appropriate modules, place
them in a suitable order within the course and choose the appropriate training strategies and tools. It is
however not always possible to conduct such a survey (see annex) before the course is set-up. A more
expeditious way to solve this problem is to circulate a short form outlining the main issues to be included
in the course and their relative importance to the participants, once they have registered. Finally, an
alternative is to begin the session with a quick discussion during which every participant introduces
himself and explains his expectations.
• General concept of the ‘needs’ assessment

Page 31 of 74
,,

• You should first have an idea of the professional background of the audience:
11.Socio-demographic characteristics (gender, age, married, children, etc.)
12.Type of training, year of graduation, specialization, etc.
13.Current activities (setting, clinical/research/prevention, etc)
14.Involvement with adolescents (percent of their total time spent with adolescents)
15.Orientation, network, multidisciplinary approach, etc.
16.Type of supervision
• Second, you should set about targeting the needs they identify in their current practice
• areas in which area they feel that have difficulties and thus want to improve their performance
• whether they feel they wish to emphasize learning about ‘knowledge’, ‘attitudes’ or ‘skills’
• Finally it is a good idea if you can also assess their availability to attend the course and their
preferred mode of intervention i.e.:
• over several short sessions
• over less numerous but longer sessions
• Organization
first identify your target population and how you going to attempt to reach it
Fix your objectives and your time schedule
Select an appropriate mode of communication with your target audience (email, letter etc)
Design your questionnaire
Page 32 of 74
,,

Collect the data
Analyze the data, disseminate the content
You will then be able to:
1. Plan your session
2. Plan your evaluation

Page 33 of 74
,,

Planning your session
The experience gained by the working group suggests that a few basic ingredients are the key to the
success of any course.
• 50% of interaction such as role play, video, interviews of young people, group discussion
• a clear presentation of a training objectives at the beginning of each session
• an evaluation of the course by the trainees
• a bottom up participative teaching style (using the participant's resources and building on their
experience)
• a minimum of three hours for each module
This part of the curriculum provides some basic knowledge and recommendation in teaching methodology
and how to use the BRSP curriculum. Those professionals who use the curriculum for the first time are
strongly encouraged to go through the teaching methodologies guide before using any module.
Those not familiar with adolescent medicine can also refer to a short description of key concepts used
throughout the curriculum.
The documents should be considered as a series of quick ‘tips’ to help you improve your teaching
techniques. It is not designed as an exhaustive textbook as these will be found under ‘further reading’ at
the end.
Training Needs Analysis Services
A Training Needs Analysis (TNA) identifies the on-the-job performance gaps between what needs to be
done and what is currently being done, and sets forth the best way to address those gaps.

Page 34 of 74
,,

When training is required—that is, when people do not have the necessary knowledge and/or skills to do
the job—a needs analysis sets forth the:
• performance gaps ranked in order of importance and urgency
• training objectives in task-oriented, observable, and measurable terms
• knowledge and skills required to perform the task to the required standards
• recommended training and performance support strategies
Benefits
A well-crafted Training Needs Analysis benefits an organization in several important ways.
The analysis reduces losses by:
• Identifying miss-alignment of tasks and business goals that contribute to higher operating costs
• Identifying issues and gaps that adversely affect performance and results
• Distinguishing between training and non-training solutions, thus maximizing the effect of each
training dollar
• Focusing training efforts on high-need or mission-critical areas for maximum effect.
The analysis also benefits the organization by acting as a document of record for future training plans. The
analysis reports can be used as a blueprint for in-house training development or handed off to an outside
training development company.

Page 35 of 74
,,
When to use
Organizations should consider completing a TNA whenever there is a gap between expected and actual
employee performance, including instances of:
• customer dissatisfaction with the quality of goods and/or services
• lower-than-expected production levels
• inconsistent task performance
• high staff turnover
• safety infractions
Not all performance gaps require training. Some are best addressed by a job aid or Human Performance
Support System. A good TNA will distinguish between training and non-training needs, and will propose
solutions accordingly.
As a brief review of terms, training involves an expert working with learners to transfer to them certain
areas of knowledge or skills to improve in their current jobs. Development is a broad, ongoing multi-
faceted set of activities (training activities among them) to bring someone or an organization up to another
threshold of performance, often to perform some job or new role in the future.
Typical Reasons for Employee Training and Development
Training and development can be initiated for a variety of reasons for an employee or group of employees,
e.g.:
a) When a performance appraisal indicates performance improvement is needed

Page 36 of 74
,,

b) To "benchmark" the status of improvement so far in a performance improvement effort
c) As part of an overall professional development program
d) As part of succession planning to help an employee be eligible for a planned change in role in the
organization
e) To "pilot", or test, the operation of a new performance management system
f) To train about a specific topic
Typical Topics of Employee Training
1. Communications: The increasing diversity of today's workforce brings a wide variety of

languages and customs.
2. Computer skills: Computer skills are becoming a necessity for conducting administrative and
office tasks.
3. Customer service: Increased competition in today's global marketplace makes it critical that
employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation about how people have different
perspectives and views, and includes techniques to value diversity
5. Ethics: Today's society has increasing expectations about corporate social responsibility. Also,
today's diverse workforce brings a wide variety of values and morals to the workplace.
6. Human relations: The increased stresses of today's workplace can include misunderstandings
and conflict. Training can people to get along in the workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking,
etc., require basic training about quality concepts, guidelines and standards for quality, etc.
Page 37 of 74
,,

8. Safety: Safety training is critical where working with heavy equipment , hazardous chemicals,
repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful description of the
organization's policies about sexual harassment, especially about what are inappropriate
behaviors.

Page 38 of 74
,,

Some Contemporary Principles of Adult Learning
The process of action learning, founded by Reginald Revans about 50 years ago in England, is based on
contemporary views of adult learning. Action learning asserts that adults learn best when:
1. Working to address a current, real-world problem
2. They are highly vest in solving the current problem
3. They actually apply new materials and information and
4. Exchange ongoing feedback around their experiences
In addition, adults often learn best from experience, rather than from extensive note taking and
memorization.
Basic Requirements of Learners in Training and Development
To Learn, You Must Be Willing to Grow, to Experience
Learning often involves new skills, developing new behaviors. After many years of classroom education, it's
easy for us to take a course where all we must do is attend each meeting, take notes and pass tests -- and
call this learning. One can complete a TOT, but unless they're willing to actually apply new information,
they'll most likely end up with an office full of unreferenced textbooks and a head full of data, but little
knowledge and wisdom. For the learning process to succeed, the individual must be willing to take risks.
Stick you neck out, including by telling the instructor when you're confused or disappointed in the course.
Don't wait until the course is over when nothing can be done about it.
Growth Involves the Entire Learner

Page 39 of 74
,,

If learning is to be more than collecting new information, then we must involve ourselves completely in our
learning experiences. Unfortunately, too many development programs still operate from the assumption
that the learner can somehow separate personal development from professional development. So we end
up getting a great deal of information about finance and sales, but little help with stress and time
management. Then, after schooling, when we enter the hectic world of management, we struggle to keep
perspective and we're plagued with self doubts. True learning involves looking at every aspect of our lives,
not just what's in our heads. So include courses, e.g., in Stress Management and Emotional Intelligence, in
your training and development plans.
Growth Requires Seeking Ongoing Feedback
Many of us don't know what we need to learn -- we don't know what we don't know. Therefore, feedback
from others is critical to understanding ourselves and our jobs. Feedback is useful in more ways than
telling us what we don't know. Feedback also deepens and enriches what we do know. Research indicates
that adults learn new information and methods best when they a) actually apply the information and
methods, and b) exchange feedback around those experiences. However, we're often reluctant to seek
advice and impressions from others, particularly fellow workers. We're sometimes reluctant to share
feedback with others, as well. The Giving and Receiving Feedback might be useful to you.
The courage to overcome our reluctance and fears is often the first step toward achieving true meaning in
our lives and our jobs.
Trust Your Instincts to Learn
Learning doesn't come only from other people telling you what you need to know and how you need to
learn it! The highly motivated, self-directed learner can make a "classroom of life". Everything becomes an
experience from which to learn. You can design your own learning experiences! Think about what you want
to learn, how you might learn it and how you'll know if you've learned it. You can get a great deal from this
Free Management Library. For example, take a half hour a week to review materials in the library. You'll get
Page 40 of 74
,,

a strong (free) sense about management. Glance at topics in the Personal Development topic, including,
for example:
Include Learners in Training and Development Planning
The learner will get the most out of the plan is he or she feels strong ownership in the plan. Ownership
comes from taking part in developing the plan. Also, professional development rarely includes only gaining
knowledge and skills about a job role. Professional development often includes self-development, as well,
e.g., admitting one's limits and capabilities. Learners are often the best experts at realizing their own
needs for self-development. Therefore, learners should be involved in as much as possible in developing
the plan.
If Available, Have Human Resources Representative Play Major Role
A trained human resources professional can be a major benefit in employee development. The
representative usually has a good understanding of the dynamics of training and development. The
representative often has strong working knowledge of the relevant policies and procedures related to
training and development. In addition, the representative can an be an impartial confidant for the learner.
Provide Ongoing Feedback and Support
Even if things seem to be going fine, be sure to stop in and visit the learner on a regular basis. Some
learners may not feel comfortable asking for help. Supervisors should provide any feedback, that is, timely
and useful information for the learner. Provide ongoing affirmation and support.
When Assessing Results of Employee's Learning, Maximize Feedback about Performance
Consider getting feedback from the learner's peers and subordinates about the learner's needs and
progress to meet those needs. A 360-degree performance review is a powerful practice when carried out
with clarity and discretion. When first carried out, it may be wise to get the help of an outside professional.
Budget Necessary Funds for Resources Learner Will Need

Page 41 of 74
,,

Funds may be required, e.g., for course tuition and materials, self-study materials, videos, training fees,
labor to attend courses, etc.
Supervisor and Learner Should Set Aside Regular Times for Meetings
Scheduling meetings beforehand makes it much more likely that regular, ongoing feedback will occur
between the supervisor and learner.
Planning - Some Considerations When Developing the Plan
Be Sure to Document a Training and Development Plan (Goals, Methods and Evaluation)
Carefully consider using some form of a training and development plan, even if thinking about informal
means of training and development. Sketching out a plan with goals, intended methods and evaluation,
will at least give you a sense of what you want and how you'll recognize if you've gotten it or not. Don't
expect perfection in the plan or the learner. Start simple, but start. Then update the plan as you go along.
Don't Worry about Whether Your Plan is Perfect or Not -- the Plan is Guide, Not Law
The key is to get started. Start simple, but start. Do the best that you can for now. There is no perfect plan.
You're doing the plan according to your nature and needs.
Also, it's not important to stick to the plan for the sake of the plan. Deviations from the plan are to be
expected. It's important that deviations are recognized and explained.
Remember that Development is a Process Often, the ongoing reflection and discussions between
supervisor and learner are far more important than results produced by learners during the training and
development process. Appreciate this interaction as much as reaching any objectives in the plan.
Goals - Selecting Training and Development Goals

Page 42 of 74
,,

Select 2-4 Goals to Get Started Each of these goals will be associated with, e.g., 2-4, learning objectives
that when reached by the learner will result in the learner reaching the overall training goal. (More about
learning objectives later in a basic framework for developing a training and development plan.)
Determine the Goals Yourself -- Don't Adopt Them from Another Program, Writer, etc.
It's very tempting to get a copy of a formal training program's goals and make them your own. It's very
tempting to read a writer's suggestions about what a leader should be and adopt those suggestions as
requirements in your program. Almost everyone wants to have more character, be charismatic, be more
visionary, work well with groups, be more communicative, support followers, etc.
But you may very well have already have met those goals! Because writer's suggestions sound very
virtuous, e.g., to have more character, does not mean that you don't already have a great deal of
character that already incorporates the values needed for strong and effective leadership in your
organization.
Therefore, give careful thought to your training and development goals. Ultimately, you and your
supervisor are the best judges of what you should aim to learn.
Set Realistic Expectations As explained in previous information about Training Analysis, learning goals
should be established based on needed areas of knowledge and skills. These needs are established by
referencing relevant strategic goals, competencies lists, job descriptions, job analysis, tasks analysis, etc.
Be sure these goals are realistic.
There is a vast amount of management literature today, much of it asserting the need for continued
change among organizations and employees. Often, we're expected to achieve total quality and total
integrity. We're encouraged to transform ourselves and our organizations. These expectations can serve as
powerful visions to provide direction and purpose. However, as these expectations become strong
requirements in the workplace, they must be carefully considered and planned. Otherwise, they can spawn
a great deal of despair and cynicism.. Consequently, be realistic about training and development plans.
Particularly regarding development efforts such as leadership development, it can be very seductive to
Page 43 of 74
,,

have goals such as "total integrity". If you want "total integrity" as a goal, know what behaviors will depict
total integrity and then identify those behaviors in your training and development plan.
Don't Forget the Most Important Sources of Suggestions Supervisors and Subordinates When selecting
training and development goals, ask your supervisor for feedback. For example, if you're planning a
leadership development program for yourself, ask your supervisor for suggestions about how you could
improve. He or she may be the best person to give you ideas for goals and methods. He or she has had to
develop leadership skills and also has watched you over the years. Also, don't forget to ask your
subordinates for suggestions. They often have impressions about you that you'll never find out about,
unless you ask for them.
Integrate Results Expected from the Learner with Goals in the Performance Plan Include the training and
development goals in the performance review planning and discussions. This affords ongoing tracking and
discussion to ensure that training and development results are actually carried over into the results in the
workplace. If the supervisor and employee have been conducting the employee performance management
process and perceived a "performance gap", then the performance review process already includes the
goals needed by the training and development plan. "Growth gap" and "opportunity gap" training goals
should also be included in the performance review process as career development goals to ensure ongoing
tracking and discussion. However, be very careful about evaluating the employee on whether they
achieved career goals or not. Many variables can occur which hamper the employee from achieving career
goals. Instead, focus performance evaluations on achievement of performance standards.
Methods - Remember Basic Principles about Adult Learning
Adults Learn Best by Applying Information to Current, Real-World Needs Therefore, select training and
development methods that include the learner's actually applying new information and methods in the
workplace to a real-life problem. It's often difficult for learners to translate discussion about simulated
situations (e.g., case studies) back to the workplace. On-the-job training can be very powerful when
complemented with new information and methods, and time for reflection.

Page 44 of 74
,,

Adults Learn Best by Exchanging Feedback About Experiences Learners benefit a great deal from ongoing
feedback around their experiences when applying new information and materials. Ideally, training and
development experiences afford learners the opportunity to describe the results of applying new
information and methods, what they thought would happen, what actually happened and why, and what
the learner gained from the experience.
Methods - Some Basic Mistakes to Avoid When
Particularly after 12 to 16 years of classroom education, we tend to fall pray to several common myths
about training and development. The following advice is geared to help learners avoid those myths.
1. Don't mistake data and information for knowledge and wisdom: Too often, when we want to learn
something, we take a course, carefully analyze the material and consider ourselves as having learned the
information. Yet how much of the material from our courses have we really practiced? Paulo Freire, who is
probably responsible for educating more human beings than anyone in history, asserts that “without
practice, there is no knowledge”.
2. Don't mistake entertainment for enlightenment: Go to your library, look at the hundreds, maybe
thousands of books there. How many did you really need? How much of the authors' advice did you
actually follow? How many books met the strong promise you felt when you first read the title?
3. Don't mistake analysis for learning: Assignments over the years ask us to “analyze the content and then
write a paper”. Yet, Eastern philosophies that have existed thousands of years before ours, remind us of
the role of intuition, and of the role of reflection on our experiences (on our practices). Use more than your
brain, use your intuition and your heart.
4. Don't mistake education to occur only in classrooms: Yet research indicates that adults learn best when
they apply information to meet current, real needs in their lives, that is, when they ground their theories in
practice. And they learn best when exchanging ongoing feedback around these practices.
General Suggestions to Build More Learning into the Plan

Page 45 of 74
,,

1. For every learning method, answers “How will this learning affect the real world?” Have your supervisor
or best friend hold you accountable to answer that question. It may be the most important question in your
plan and its answer may leave you feeling the most fulfilled when the plan has been implemented.
2. Include learning activities that go well beyond the safety of reading and writing papers: Take some risks.
Have your spouse or close friends suggest what you most need to learn and how. Ultimately, ensure that
you’re not engaged in extended arguments about “How many angels will fit on the head of a pin -- come
the New Millennium?”
3. Take advantage of real-life learning opportunities in the workplace: Your life and job afford you
numerous opportunities from which to learn. For example, if you're designing a plan to develop leadership
skills, then select learning methods that involve leading efforts in your community. Volunteer to a local
nonprofit or professional organization.
4. Practice principles of unconventional educators, such as Paulo Freire and Myles Horton: Freire and
Horton taught people to read, not just for the sake of learning, but to meet real and current needs in the
lives of their learners. Horton, who didn’t write any scholarly papers in his life, started the Highlander Folk
School. The school had no classrooms, no expert lecturers. Yet, Martin Luther King said that Highlander
probably had more to do with addressing desegregation than he did. In another case, after leaving
Highlander, a young black learner refused to go to the back of the bus -- Rosa Parks.
General Considerations to Build More Learning into Our Lives
Many of us give far more attention to the learning we glean from our classrooms than we do from the rest
of our lives. Many of us come to realize this situation only after we’ve graduated. Again, some suggestions:
1. Write Down Ten Most Important Things You've Learned -- How Did You Learn Them?
It’s ironic that, considering the thousands of exercises we’ve been assigned in our lives, this exercise is
never among them! Yet it’s probably one of the most important. Next to each thing you learned, note what
you did to learn it. Do you know? Did it occur in a classroom? What theory spawned that learning?
Page 46 of 74
,,

2. Once a Week, Write Down a Key Learning Experience -- What Did You Learn? You will learn far more from
your real-world experiences (or practices), including from your intimate relationships with others, than you
will from all of the classrooms and all of the books in the world!
3. Involve Yourself in Community Service -- Great "Classroom" in Life! These services are powerful
“practices” that soon spawn rich, deep learning in our lives!
4. For One Minute, Stare At Yourself in the Mirror: Ask "How Do I Feel About Myself?" Update your training
and development plan to address any concerns you have about the person staring back at you in the
mirror. As with any successful therapy or managing or teaching, you must first start with yourself.

Page 47 of 74
,,

Monitoring, Evaluation and Research
Monitoring & Evaluation lectures main objective was to:
 To understand the concepts of Participatory Monitoring and Evaluation in the context of community
Development Projects/Programs.
 To understand and realize the importance of PM&E in the Project Cycle Management.
 To get familiar with PM&E tools for data gathering, analysis and interpretation specially LFA.
 To be familiar with the project cycle and its phases
CO Maturity Index: This CO maturity index should be filled in after each 6 months
by CO members to undertake self assessment and by the NGO staff to keep track of
the CO maturity & growth over the anticipated period of time
Name of CO:_____________________________________
Date of establishment of CO:
Name of Region:
Total Points Points

Participation of CO Members: Obtained
1
1. Total # of members in the at least 3 CO meetings was

1 greater than 75 % 3
1.
2 CO Meetings are held at least once a month 3

Page 48 of 74
,,

1. Members participating in debate/vote during the meeting
3 is more than 80% 3
1. A member chosen randomly can explain the role and

4 functions of the CO. 3
1. All members of the CO are well informed about the

5 criteria and methodology of membership 3
1. Besides office bearers, other community activists are also

6 active CO Members 3
CO members practice the participatory approach for

1. appraising and approving loans from the revolving fund
7 and other savings. 3
21 0
2 Bylaws:
2.
1 The CO has an approved set of by laws and constitution. 3
2. The CO members apply and respect the By-

2 laws/Constitution (Example). 3
2. The CO reviews its By-laws six monthly or Annually 3

Page 49 of 74
,,

3 (Minutes).
2. The CO members can recite the articles from By-laws

4 (each of 5 members chosen randomly can recite one 3
article of the by-laws).
2. The community is satisfied with their village CO and its

5 performance 3
15 0
3 Capacity of CO Management Committee:
3. The EB members clearly understand their roles & 3

1 responsibilities and are familier with the concept of self-
help and self-management.
3. The Executive Body members fulfils their responsibilities

2 to the satisfaction of the general members. 3
3. The EB members fulfill their roles & responsibilities to the

3 satisfaction of the General Body. 3
3. The Secretary fulfils his/her role (keep registers of

4 presence, absence of members at meetings, keeps 3
minutes of all meetings, records all resolutions of the CO).

Page 50 of 74
,,

3. The treasurer fulfils his/her role (control the flow of money
5 in the CO and the saving accounts. 3
3. The management committee keeps track of the total

6 amount of the money in the bank account, the savings 3
account and petty cash).
3. At least two members from each CO committee are

7 literate. 3
21 0
4 Linkages and Networking:
4. CO is implementing programmes with government line

1 departments (minutes/MoU) 3
4. CO has close collaboration with NGOs/Private Sector

2 (Minutes/MoU, other doc.) 3
4. CO has strong linkages with other COs at the regional

3 level (minutes, resolutions) 3
4. CO mngt. committee is being regularly invited to GOs,

3
4 NGOs, PS meetings (minutes, invitation letters etc.)

Page 51 of 74
,,

4. General community members are satisfied by the
5 linkages of their CO (random quarries from community 3
members).
15 0
5 Finance/Accounst and Assets:
5. There is a ledger kept up to date for the savings accounts

1 of members. 3
5. There is a ledger kept up to date for the revolving loan

2 fund at bank 3
5.
3 There is correlation between passbook and saving book. 3
5. The account system.(single or double entry) is

3
4 transparent and clear to all members
5.
5 The CO is maintaining an inventory register for its assets 3
5.
6 The CO earn their income from more than 3 sources. 3
5. Not less than 2 persons are signing the cheques. 3

Page 52 of 74
,,

7
21 0
6 Savings and Distribution of Profit:
6.
1 CO members are saving for the last 1 year (record), 3
6. The total saved by the members is at least 25% of the

2 amount of revolving fund in the bank. 3
6. Members know the rate of interest earned on their

3 savings 3
6. Members set up enterprises after receiving training or

3
4 credit from the CO.
12 0
7 Other Documentation:
7.
1 The CO has a properly maintained filing system 3

Page 53 of 74
,,

7. The CO is regularly maintaining its minutes and other
2 registers 3
6 0
Total Points/Points Obtained: 111 0
Percent (%) Points: 0
Interpretation of the % points obtained/Scored:
More than 80 %: CO is deemed mature to handle its

organizational issues without co-signature and technical
support of the NGO.
50% to 80%: CO is deemed almost mature but still need

further HID in areas of weaknesses. Continuation of Technical
Support for partner organization need to continue.
Below 50%: The CO is not mature and needs exposure and

training in basic skills.

Page 54 of 74
,,

Importance of Improved Monitoring, Evaluation and Reporting
BRSP believes that it can add value, maintain the standards of its support quality and remain relevant to
the needs, potentials and opportunities of the beneficiaries only by constantly improving its monitoring,
evaluation and Reporting (MER) capacities.
Monitoring
Monitoring is a regular observation/continuous process of recording and checking on going activities to see
weather the activities are on track and progressing as they were planed. Monitoring is done through
supervision to look at input, process and output level. Monitoring reports enable for decision making in
order to achieve the targets/objectives more efficiently and effectively. It also provides data for evaluation.
There are two types of monitoring.
Process Monitoring:
In this type of monitoring we go through the process that how some activity is carried out weather that
process is easy to access or hard to access.
Progress Monitoring:
In this type of monitoring we only go through the output or results that what was the target and what is
achieved. We don’t pay attention towards that how it is achieved.
• Monitoring provides information that will be useful in:
• Analyzing the situation in the community and its projects;
• Determining whether the inputs in the project are well utilized;
• Identifying problems facing the community or project and finding solution;

Page 55 of 74
,,

• Ensuring all activities are carried out properly by the right people and in time;
• Using lessons from one project experience on the another; and
• Determining whether the way the project was planned is the most appropriate way of solving the
problems at hand
Note: Monitoring is an integral part of every project, from start to finish

Page 56 of 74
,,

Techniques for collecting data/information
• Documents review
• Surveys
• Discussions with individuals, specific group and the community as a whole
• Interviews
• Observations
• Listening to people
• Brainstorming
• Informal conversations
• Village social, resources, services and opportunities
• Transect walks, maps, problems trees.
Evaluation
Evaluation is the overview of a project to see what has been achieved did the program achieved its
purpose, weather the achievements are relevant, efficient and effective. Look at output, outcome and
impact level. It provides data for decision makers and recommendations for future planning.
Evaluation: Drawing lessons from the project implementation experience and using the lessons in re-
planning of projects in that community and elsewhere.
Purpose of Evaluation:

Page 57 of 74
,,

There are different reasons for evaluating a project.
• To find out if project has achieved its objectives
• look at how the objectives are achieved
• To find out if the project has made any impact
• To find out if the project was efficient
• To find out the strengths and weaknesses
• To find out if the project can be replicated
• To feed back to our donors
• To plane for the future especially looking at sustainability
How to evaluate:
There are different methods for evaluating a project
• Interview with the key people
• Questioner comparing with the base line
• Use focused group discussion in subjective view
• Look at cost effectiveness
• look at sustainability, appropriateness, participation and connectedness

Page 58 of 74
,,

Indicator
A specific realistic target for measuring or judging if the objectives are achieved and provide bases for
monitoring, reviews and evaluation, indicators can be of six types.
Indicator can be process or impact
Indicator can be direct or indirect (Proxy)
Indicator can be Qualitative and Quantitative
Input indicators:
Describe what goes on in the project (e.g. number of bricks brought on site and amount of money spent)
Output indicators:
Describe the project activity (e.g. number of classrooms built)
Outcome indicators:
Describe the product of the activity (e.g. number of pupils attending the school
Impact indicators:
Measure change in conditions of the community (e.g. reduced illiteracy in the community)

Page 59 of 74
,,

Reporting
Reporting refers to preparing of documents related to overall programme and individual projects. These
documents capture and present in a concise manner the progress being achieved against targets and
objectives. With enhanced reporting capacity should:
Lead to production of regular documents about the overall programme as well as individual projects
Create greater awareness about programme/projects amongst various stakeholders
Highlight and share successes, lessons learnt and failure analysis with stakeholders
Lead to a depository of Programme and project documents and reports for future reference
Meet donor requirements as well as Programme’s own requirements
Create greater unity within the projects to reflect the overall Programme goals, objectives and results
Participatory Monitoring and Evaluation
Participation means involvement of the stakeholders – this usually means the beneficiaries but it should
also include the project staff who often get forgotten.
Why should beneficiaries participate?
• It is their programme
• They know best what has happened and why
• By participating they are empowered to have more control over the project and the way it is being
run

Page 60 of 74
,,

• It may be easier to accept poor results if you discover them for yourselves
Why should they not participate?
• They know the programme too well
• It may be difficult to be objective, especially if things are not going well
• They may be motivated by hopes for personal gain
• There may be power struggles and results may not be shared
• Beneficiaries may lack the skills and knowledge to carry out monitoring
• Donors want figures and beneficiaries may not be able to collect them
• Participatory monitoring takes time
• In an emergency people are often too traumatised or busy coping to involve them in monitoring
How can beneficiaries collect data?
• Using simple tally sheets – with pictures if they are illiterate
• Pocket voting
• Keeping records of births and deaths, cases of certain diseases, people who go to the clinic, hospital
admissions
• Seasonal calendars
• Mapping
• Observation
Page 61 of 74
,,

Narrative Summary Objectively Verifiable Indicators Means of Verification Assumptions
Goal 60% of population coverage Base line survey & Govt: Participation &
with 80% case detection & records from NTP PTP & security has been
Reduce prevalence of TB in conversion rate with June 05 to other Govt: Facilities ensured
Sind & Baluchistan June 08 In 5 districts of Sind &
in 9 districts of Baluchistan
Purpose 60 health facilities will be we will have 5 project ►commitment from

functional along with 65 trained monitors having a public health sectors.
In 60 diagnostic centers we lab technicians on TB DOTS & record of all trainings ►Climate conditions do
will strengthen TB case all Health facilities having along with (pre-post not present people
detection & treatment microscopy practices for tests of trainings) and specially women from
through Public Private diagnosing TB project seeking diagnoses and
partnership by using record/checklist, etc. treatment.
community participation
for effective
implementation of TB
DOTS. ( 8 months
treatment short course )
Output Financial Record Five Project Monitors Commitment from

public health Sector
60 functioning laboratories Physical Observation Field visits for Record
for Diagnostic Centers assurance Climate Condition do
Results prepared not prevent people
5 TB Coordinators, 25 Record of Pre and Post especially women, from
Doctors, 60 Paramedics, 65 Test Training seeking diagnosis and
Page 62 of 74
,,

Lab Technicians and 1000 Project Record and treatment.
CHWs Checklists
14 Functioning NGO/Govt
Coalitions
Activities Technical Personnel Records Political and Religious

Leaders involvement
Conduct Base line survey Equipments
of diagnostic centers
Trainings
Train Lab Technicians in
AFB microscopy for sputum Drugs
smear examination
Logistics
Provide technical support
Software’s Computers
to diagnostic centers
Community Participation
Capacity Building
Material
Organize and conduct
training for health care
providers in 14 districts
provide supplemental
drugs equipments and
introduce NTP reporting

Page 63 of 74
,,

Participatory Monitoring and Evaluation
Participation means involvement of the stakeholders – this usually means the beneficiaries but it should
also include the project staff who often get forgotten.
Why should beneficiaries participate?
It is their Programme
They know best what has happened and why
By participating they are empowered to have more control over the project and the way it is being run
It may be easier to accept poor results if you discover them for yourselves

Page 64 of 74
,,

Why should they not participate?
• They know the Programme too well
• It may be difficult to be objective, especially if things are not going well
• They may be motivated by hopes for personal gain
• There may be power struggles and results may not be shared
• Beneficiaries may lack the skills and knowledge to carry out monitoring
• Donors want figures and beneficiaries may not be able to collect them
• Participatory monitoring takes time
• In an emergency people are often too traumatized or busy coping to involve themselves in
monitoring
How can beneficiaries collect data?
Using simple tally sheets – with pictures if they are illiterate
• Pocket voting
• Keeping records of births and deaths, cases of certain diseases, people who go to the clinic, hospital
admissions
• Seasonal Calendars
• Mapping

Page 65 of 74
,,

• Observation
Measuring community participation
In Oxfam we tend to measure community participation by indicators such as how many women were part
of the health committee or whether men and women were consulted about latrines. This is actually
consultation and not true participation.
It is possible to measure participation by using spider grams!
A spider gram looks like this:
You chose five indicators such as leadership, organization, management of resources, needs assessment,
involvement of women. Then you make a matrix with a score of 1-5.
Indicator 1 (bad) 2 (poor) 3 (fair) 4 (good) 5 (excellent)
Leadership No committee Committee but Committee but Committee Committee

after six months has never held a holds meetings formed and formed without
meeting once every two holding monthly Oxfam influence
months meetings and holding
weekly meetings
Organisation Community only Community Community Community Community

works on works but only volunteers for organised work already had
projects if paid when told to do work but needs groups after organised
by Oxfam so by Oxfam supervision meeting with working groups
Oxfam before Oxfam
arrived
Page 66 of 74
,,

Management of Community lost Community took Community has Community Community
resources equipment equipment but equipment but shares all requested
given by Oxfam only leaders use often argue equipment as equipment and
it about using it needed manages it
Needs Assessed by Assessed by Leaders and Leaders Leaders in

assessment Oxfam Oxfam but with Oxfam assessed assessed needs consultation
community needs but without with community
involvement consulting the assessed needs
community and informed
Oxfam
Involvement of No women Women on Women Women talk as Decisions taken

women involved in committees but represented much as men equally by men
decision making in a minority equally but talk and women
and do not talk occasionally
When you have decided on the score, write it on the arm of the spider gram for that indicator. When all
indicators have been scored, join up the lines. You can do this before and after a project and then compare
lines. If there is good community participation, the lines will all be further out on the arms.

Page 67 of 74
,,
7th April, to 12th April, 2008
Assessment of the Resource Person
Name of Resource Person: ___________________________________________________
Session On:__________________________________________________________________
S. No. Performance Indicators Grades
A B C D E
Relaxed Behaviour
1
Dealing with Training Situations
2
(Including crisis situations)
Command over subject
3
Equal Attention to All Participants
4
Relate the participants
5
Effective Communication
6
Time Management
7
8 Meaningful Discussions
Page 68 of 74
,,
Innovative Approach
9
Accommodating and Supportive
10
Any other comments:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Page 69 of 74
,,
Training on Social Mobilization’s Evaluation
S. No. Qualities / Items Grade
A B C D E
1. Coherence
2. Clarity
3. Relevance
4. Applicability
5. Methods Employed
6. Supply of Material
7. Work Hours
Any Other Comments:

Page 70 of 74
,,
Management of Training on Social Mobilization
S. No. Items Grade
A B C D E
1. Contact and Correspondence
2. Travel and Transport Arrangements
3. Food and Snacks etc.
4. Accommodation
5. Location and Atmosphere
Any Other Comments:

Page 71 of 74
,,
Assessment of Training Facilitator
Name of Facilitator: ___________________________________________________________
S. No. Performance Indicators Grades
A B C D E
1 Relaxed Behaviour
2 Dealing with Training Situations
(Including crisis situations)
3 Co-ordination Skills
4 Equal Attention to All Participants
5 Organisation/Facilitation skill
6 Effective Communication
7 Time Management
8 Meaningful Discussions
9 Innovative Approach
10 Accommodating and Supportive
Any Other Comments:

Page 72 of 74
,,
Assessment of the Participant
Name of Participant:
S.No. Behavioral Characteristics Grade

A B C D E
1. Listening to Others
2. Encouraging Others
3. Being to the Point
4. Raising Important Issues
5. Using Simple Language
6. Being Alert / Attentive
7. Being Well-Prepared
8. Interacting Positively with Others
9. Showing Responsible Behavior
10. Willing to Share Ideas and Information
Any Other Comments:

Page 73 of 74
,,
Assessment by Trainer
Name of Trainer:
S.No. Behavioral Characteristics Grade

A B C D E
1. Listening to Others
2. Encouraging Others
3. Being to the Point
4. Raising Important Issues
5. Using Simple Language
6. Being Alert / Attentive
7. Being Well-Prepared
8. Interacting Positively with Others
9. Showing Responsible Behavior
10. Willing to Share Ideas and Information
Any Other Comments:

Page 74 of 74

SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SelasTürkiye Social Mobilization Training Report by Arbab Nasibullah

Uploaded by

Copyright:

Available Formats

,,

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

6. Hamayoun Kasi, RPO, Noshki

Location of Programme & Dates

2. Mohammad Hashim, PO Communication, BRSP-BIHD

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

4. Miss Mahjabeen, APO Trainings, BRSP-BIHD

5. Miss Nasreen Ashraf, APO Trainings, BRSP-BIHD

BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

SPECIAL INSTRUCTIONS FOR TOT PARTICIPANTS

b. Reflect and think through what you hear

c. Check your understanding by asking questions

d. Volunteer to share your views and experience

e. Let others have a chance to speak

f. Respect the views of others

g. Challenge the ideas, never the speakers

h. Disagree agreeably, if you must disagree

i. Ask yourself how the new knowledge can be used

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

4. Respect the non-smoking rules within the conference hall building.

5. Do not eat or drink in the conference hall.

6. Switch off cell-phones during class.

BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

S.No Name Fathers' Name Designation Placement

1 Dr. Muneer Ahmed Umrani Mohammad Umar DVM Kalat

2 Dr. Mohammad Asif Noorzai Mohammad Yaseen DVM Kalat

3 Dr. Haseeb-ur-Rehman Mukhtar Ahmed Tariq DVM Kalat

4 Ms. Fehmeeda Noor Noorullah WSO Kalat

5 Ms. Fariya Yaseen Mohammad Yaseen WSO Kalat

6 Ms. Khatima Bungulzai Sher Muhammad WSO Pishin

7 Ms. Fehmeeda Ikhlas Muhammad Ikhlas WSO Pishin

8 Ms. Fozia Kasi Atta Mohammad WSO Pishin

9 Shahzadi Aman Amanullah WSO KSF

10 Abdul Khair Rozi Khan SO KSF

11 Dr. Ramzan Shah Syed Mehboob Shah DVM Zhob

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

12 Dr. Abdul Khaliq Juma Gul DVM Zhob

13 Shahzada Baseer Ahmed Baseer Ahmed Babar SO Zhob

14 Rasheeda Khanam Abdul Qadoos WSO Zhob

15 Almas Jabeen Hafiz Saadullah Khan WSO Zhob

16 Asmatullah Mohammad Rahim JSO Zhob

17 Maqbool Ahmed Baloch Ghulam Nabi RPO Bolan

18 Jamil Ahmed Abdul Baqi SO Noshki

19 Babrak Kasi Shah Mohammad Kasi Coordinator HO

20 Farzana Baloch Umaruddin Baloch PO (Nutrition) HO

22 Zaheer Ahmed Zafar Hussain PO MER HO

BRSP-BIHD, 5-A, Gulshan-e-Janan, Sariab Road, Quetta

BALOCHISTAN RURAL SUPPORT PROGRAMME (BRSP)

BALOCHISTAN INSITITUTE OF HUMAN DEVELOPMENT (BIHD)

24 Abdul Wali Jan Abdul Salam SO KSF

25 Faisal Shareef Khan Shardar Noorullah Khan PO Micro Credit KSF

26 Najeebullah Kakar SO Mastung

27 Mehraj Kakar WSO KSF

28 Nagina Ayub Intern Pishin

29 Mohammad Hashim Haji Ameer Jan PO Communication & HO

30 Ms Nazia Khan APO HRD HO